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You searched for subject:(teacher beliefs). Showing records 1 – 30 of 218 total matches.

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University of Georgia

1. Cajigal, Aris Reynold Vertido. Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change.

Degree: PhD, Science Education, 2010, University of Georgia

 Global climate change is a socioscientific issue that is popular in socio-political, economic, and educational contexts. This study explored the epistemological, pedagogical, and curricular beliefs(more)

Subjects/Keywords: Teacher beliefs

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APA (6th Edition):

Cajigal, A. R. V. (2010). Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd

Chicago Manual of Style (16th Edition):

Cajigal, Aris Reynold Vertido. “Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change.” 2010. Doctoral Dissertation, University of Georgia. Accessed December 08, 2019. http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd.

MLA Handbook (7th Edition):

Cajigal, Aris Reynold Vertido. “Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change.” 2010. Web. 08 Dec 2019.

Vancouver:

Cajigal ARV. Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Dec 08]. Available from: http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd.

Council of Science Editors:

Cajigal ARV. Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd


Boston College

2. Silva Pimentel, Diane H. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2012, Boston College

 Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk… (more)

Subjects/Keywords: Context Factors; Discussion; Student Beliefs; Teacher Beliefs

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APA (6th Edition):

Silva Pimentel, D. H. (2012). Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101879

Chicago Manual of Style (16th Edition):

Silva Pimentel, Diane H. “Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.” 2012. Doctoral Dissertation, Boston College. Accessed December 08, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101879.

MLA Handbook (7th Edition):

Silva Pimentel, Diane H. “Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.” 2012. Web. 08 Dec 2019.

Vancouver:

Silva Pimentel DH. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2019 Dec 08]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101879.

Council of Science Editors:

Silva Pimentel DH. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101879


University of Georgia

3. Foster, Rachel Elizabeth. First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions.

Degree: PhD, Science Education, 2004, University of Georgia

 This study examines three first-year secondary science teachers’ espoused beliefs about laboratories and their classroom actions. From a cognitive constructivist perspective, I conducted case studies… (more)

Subjects/Keywords: Teacher Beliefs

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APA (6th Edition):

Foster, R. E. (2004). First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/foster_rachel_e_200412_phd

Chicago Manual of Style (16th Edition):

Foster, Rachel Elizabeth. “First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 08, 2019. http://purl.galileo.usg.edu/uga_etd/foster_rachel_e_200412_phd.

MLA Handbook (7th Edition):

Foster, Rachel Elizabeth. “First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions.” 2004. Web. 08 Dec 2019.

Vancouver:

Foster RE. First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 08]. Available from: http://purl.galileo.usg.edu/uga_etd/foster_rachel_e_200412_phd.

Council of Science Editors:

Foster RE. First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/foster_rachel_e_200412_phd


The Ohio State University

4. Shalter Bruening, Paige. Pre-Service Teacher Beliefs about Student Motivation.

Degree: PhD, EDU Policy and Leadership, 2010, The Ohio State University

 Student motivation is an important topic in teacher education and educational psychology. Although there is considerable research on what influences student motivation there seems to… (more)

Subjects/Keywords: Educational Psychology; teacher beliefs; motivation

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APA (6th Edition):

Shalter Bruening, P. (2010). Pre-Service Teacher Beliefs about Student Motivation. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054

Chicago Manual of Style (16th Edition):

Shalter Bruening, Paige. “Pre-Service Teacher Beliefs about Student Motivation.” 2010. Doctoral Dissertation, The Ohio State University. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.

MLA Handbook (7th Edition):

Shalter Bruening, Paige. “Pre-Service Teacher Beliefs about Student Motivation.” 2010. Web. 08 Dec 2019.

Vancouver:

Shalter Bruening P. Pre-Service Teacher Beliefs about Student Motivation. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.

Council of Science Editors:

Shalter Bruening P. Pre-Service Teacher Beliefs about Student Motivation. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054


California State University – Sacramento

5. Bloomquist, Julie. Teacher conceptualizations of creativity: implications for educational practice.

Degree: MA, Child Development (Theory and Research, 2010, California State University – Sacramento

 This qualitative study explored teacher conceptualizations of creativity. Specifically, teachers??? general beliefs about creativity and regarding their own creative abilities as well as how those… (more)

Subjects/Keywords: Teacher beliefs; Qualitative methodology; Interviews

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APA (6th Edition):

Bloomquist, J. (2010). Teacher conceptualizations of creativity: implications for educational practice. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/555

Chicago Manual of Style (16th Edition):

Bloomquist, Julie. “Teacher conceptualizations of creativity: implications for educational practice.” 2010. Masters Thesis, California State University – Sacramento. Accessed December 08, 2019. http://hdl.handle.net/10211.9/555.

MLA Handbook (7th Edition):

Bloomquist, Julie. “Teacher conceptualizations of creativity: implications for educational practice.” 2010. Web. 08 Dec 2019.

Vancouver:

Bloomquist J. Teacher conceptualizations of creativity: implications for educational practice. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10211.9/555.

Council of Science Editors:

Bloomquist J. Teacher conceptualizations of creativity: implications for educational practice. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/555


Virginia Tech

6. Covington, Robert Matthew. Integrating Technology in the Classroom: Teacher Perspectives.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in… (more)

Subjects/Keywords: technology; teacher beliefs; teacher perceptions; classroom integration

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APA (6th Edition):

Covington, R. M. (2012). Integrating Technology in the Classroom: Teacher Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77316

Chicago Manual of Style (16th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Doctoral Dissertation, Virginia Tech. Accessed December 08, 2019. http://hdl.handle.net/10919/77316.

MLA Handbook (7th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Web. 08 Dec 2019.

Vancouver:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10919/77316.

Council of Science Editors:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77316


University of Missouri – Columbia

7. Baker, Tim K. Mathematics reform in a midwestern district: a case study of mathematics curriculum change.

Degree: 2011, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This case study analyzed participant interview data regarding teachers' perceptions of district and building level… (more)

Subjects/Keywords: curriculum reform; teacher beliefs; teacher support framework

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APA (6th Edition):

Baker, T. K. (2011). Mathematics reform in a midwestern district: a case study of mathematics curriculum change. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15825

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Baker, Tim K. “Mathematics reform in a midwestern district: a case study of mathematics curriculum change.” 2011. Thesis, University of Missouri – Columbia. Accessed December 08, 2019. http://hdl.handle.net/10355/15825.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Baker, Tim K. “Mathematics reform in a midwestern district: a case study of mathematics curriculum change.” 2011. Web. 08 Dec 2019.

Vancouver:

Baker TK. Mathematics reform in a midwestern district: a case study of mathematics curriculum change. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10355/15825.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Baker TK. Mathematics reform in a midwestern district: a case study of mathematics curriculum change. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15825

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

8. Gleason, Brian Warren. Secondary mathematics teachers' perceptions of their university preparation to become teachers.

Degree: PhD, Mathematics Education, 2011, University of Georgia

 The generally accepted view of teacher preparation is that it inadequately prepares undergraduates for teaching. In this study, I use a phenomenological approach to analyze… (more)

Subjects/Keywords: Teacher Preparation; Teacher Beliefs; Secondary Mathematics Teachers; Framework of Beliefs

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APA (6th Edition):

Gleason, B. W. (2011). Secondary mathematics teachers' perceptions of their university preparation to become teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/gleason_brian_w_201108_phd

Chicago Manual of Style (16th Edition):

Gleason, Brian Warren. “Secondary mathematics teachers' perceptions of their university preparation to become teachers.” 2011. Doctoral Dissertation, University of Georgia. Accessed December 08, 2019. http://purl.galileo.usg.edu/uga_etd/gleason_brian_w_201108_phd.

MLA Handbook (7th Edition):

Gleason, Brian Warren. “Secondary mathematics teachers' perceptions of their university preparation to become teachers.” 2011. Web. 08 Dec 2019.

Vancouver:

Gleason BW. Secondary mathematics teachers' perceptions of their university preparation to become teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Dec 08]. Available from: http://purl.galileo.usg.edu/uga_etd/gleason_brian_w_201108_phd.

Council of Science Editors:

Gleason BW. Secondary mathematics teachers' perceptions of their university preparation to become teachers. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/gleason_brian_w_201108_phd


Oklahoma State University

9. Hunt, Christine A. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.

Degree: School of Educational Studies, 2012, Oklahoma State University

 The purpose of this study was to investigate the perceptions and beliefs of teachers at a Midwestern suburban middle school about students, student learning, and… (more)

Subjects/Keywords: academic improvement; collective teacher efficacy; teacher behaviors; teacher beliefs

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APA (6th Edition):

Hunt, C. A. (2012). Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7187

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hunt, Christine A. “Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.” 2012. Thesis, Oklahoma State University. Accessed December 08, 2019. http://hdl.handle.net/11244/7187.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hunt, Christine A. “Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.” 2012. Web. 08 Dec 2019.

Vancouver:

Hunt CA. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/11244/7187.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hunt CA. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/7187

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Cape Town

10. Muller, Sara Louise. Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development.

Degree: Image, School of Education, 2015, University of Cape Town

 This thesis explores the beliefs of mathematics teachers working in a rural school in South Africa. This is premised on the argument that understanding the… (more)

Subjects/Keywords: belief systems; teacher development; teacher training; mathematics; teacher beliefs; subjectivity

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APA (6th Edition):

Muller, S. L. (2015). Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/17431

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Muller, Sara Louise. “Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development.” 2015. Thesis, University of Cape Town. Accessed December 08, 2019. http://hdl.handle.net/11427/17431.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Muller, Sara Louise. “Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development.” 2015. Web. 08 Dec 2019.

Vancouver:

Muller SL. Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/11427/17431.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muller SL. Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/17431

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

11. Plimper, Ouida C. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.

Degree: 2010, Texas A&M University

 The purpose of this study was to examine archival data collected from the administration of the Cultural Awareness and Belief Inventory (CABI) (Webb-Johnson & Carter,… (more)

Subjects/Keywords: Cultural Awareness and Beliefs Inventory; Teacher Beliefs; Elementary Teachers

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APA (6th Edition):

Plimper, O. C. (2010). Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Plimper, Ouida C. “Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.” 2010. Thesis, Texas A&M University. Accessed December 08, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Plimper, Ouida C. “Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.” 2010. Web. 08 Dec 2019.

Vancouver:

Plimper OC. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Plimper OC. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Louisville

12. Singleton, Jacquelyn J. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.

Degree: PhD, Department of Teaching and Learning, 2013, University of Louisville

 Using case-study analysis, this dissertation is a qualitative examination of kindergarten teachers’ beliefs, theoretical orientation toward reading, and outside pressures and their impact upon the… (more)

Subjects/Keywords: Theoretical orientation; Literacy; Kindergarten; Teacher beliefs

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APA (6th Edition):

Singleton, J. J. (2013). The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332

Chicago Manual of Style (16th Edition):

Singleton, Jacquelyn J. “The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.” 2013. Doctoral Dissertation, University of Louisville. Accessed December 08, 2019. 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332.

MLA Handbook (7th Edition):

Singleton, Jacquelyn J. “The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.” 2013. Web. 08 Dec 2019.

Vancouver:

Singleton JJ. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2019 Dec 08]. Available from: 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332.

Council of Science Editors:

Singleton JJ. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332

13. Sawyer, Amanda Gantt. Factors affecting elementary mathematics teachers’ beliefs over time.

Degree: PhD, Mathematics Education, 2014, University of Georgia

 Some researchers found that preservice mathematics teacher education programs have little effect on elementary mathematics teacher beliefs (Hiebert, Gallimore, & Stigler, 2002; Raymond, 1997). Spangler,… (more)

Subjects/Keywords: Teacher Beliefs

…specific activities in the teacher education program that helped change their beliefs. Research… …happened to their beliefs after their teacher education program. The study helps answer the… …but we do not know what belief or beliefs the teacher was actually acting on at the time… …When a teacher acts in a way that seems inconsistent with the beliefs we have inferred, we… …beliefs might not be changed through teacher education programs, but rather individuals added… 

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APA (6th Edition):

Sawyer, A. G. (2014). Factors affecting elementary mathematics teachers’ beliefs over time. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd

Chicago Manual of Style (16th Edition):

Sawyer, Amanda Gantt. “Factors affecting elementary mathematics teachers’ beliefs over time.” 2014. Doctoral Dissertation, University of Georgia. Accessed December 08, 2019. http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd.

MLA Handbook (7th Edition):

Sawyer, Amanda Gantt. “Factors affecting elementary mathematics teachers’ beliefs over time.” 2014. Web. 08 Dec 2019.

Vancouver:

Sawyer AG. Factors affecting elementary mathematics teachers’ beliefs over time. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Dec 08]. Available from: http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd.

Council of Science Editors:

Sawyer AG. Factors affecting elementary mathematics teachers’ beliefs over time. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd


Queens University

14. Mills, Adam. The Assessment Practices of Teacher Candidates .

Degree: Education, 2013, Queens University

 The purpose of this study is to explore what teacher candidates (n=156) believe will be their primary assessment purposes, summative assessment practices, and assessment formats… (more)

Subjects/Keywords: Education; Teacher Candidates; Values and Beliefs; Assessment

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APA (6th Edition):

Mills, A. (2013). The Assessment Practices of Teacher Candidates . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/8397

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mills, Adam. “The Assessment Practices of Teacher Candidates .” 2013. Thesis, Queens University. Accessed December 08, 2019. http://hdl.handle.net/1974/8397.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mills, Adam. “The Assessment Practices of Teacher Candidates .” 2013. Web. 08 Dec 2019.

Vancouver:

Mills A. The Assessment Practices of Teacher Candidates . [Internet] [Thesis]. Queens University; 2013. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1974/8397.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mills A. The Assessment Practices of Teacher Candidates . [Thesis]. Queens University; 2013. Available from: http://hdl.handle.net/1974/8397

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Arizona

15. Lavigne, Alyson Leah. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .

Degree: 2010, University of Arizona

Teacher attrition, particularly of beginning teachers, is concerning. Extensive research has been conducted on teacher attrition and teacher characteristics; however, less research exists on teacher(more)

Subjects/Keywords: Beginning Teachers; Teacher Retention; Teachers' Beliefs

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APA (6th Edition):

Lavigne, A. L. (2010). Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193771

Chicago Manual of Style (16th Edition):

Lavigne, Alyson Leah. “Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .” 2010. Doctoral Dissertation, University of Arizona. Accessed December 08, 2019. http://hdl.handle.net/10150/193771.

MLA Handbook (7th Edition):

Lavigne, Alyson Leah. “Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .” 2010. Web. 08 Dec 2019.

Vancouver:

Lavigne AL. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10150/193771.

Council of Science Editors:

Lavigne AL. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/193771


The Ohio State University

16. Liu, Jianfang. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.

Degree: PhD, ED Policy and Leadership, 2008, The Ohio State University

  The purpose of this study is to compare teacher candidates and first-year teachers by gender and licensure level, in terms of their perceptions of… (more)

Subjects/Keywords: Teacher Education; teacher education; quality; efficacy beliefs; concerns

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Liu, J. (2008). A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746

Chicago Manual of Style (16th Edition):

Liu, Jianfang. “A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.” 2008. Doctoral Dissertation, The Ohio State University. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746.

MLA Handbook (7th Edition):

Liu, Jianfang. “A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.” 2008. Web. 08 Dec 2019.

Vancouver:

Liu J. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746.

Council of Science Editors:

Liu J. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746


Universiteit Utrecht

17. Dirks, H.J. Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education.

Degree: 2012, Universiteit Utrecht

 Cooperative learning is a widespread and promising teaching procedure. In practice, however, its success is not guaranteed. Many researchers list factors for success with cooperative… (more)

Subjects/Keywords: Sociale Wetenschappen; coöperative learning; teacher competences; teacher beliefs; primairy education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dirks, H. J. (2012). Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/252929

Chicago Manual of Style (16th Edition):

Dirks, H J. “Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education.” 2012. Masters Thesis, Universiteit Utrecht. Accessed December 08, 2019. http://dspace.library.uu.nl:8080/handle/1874/252929.

MLA Handbook (7th Edition):

Dirks, H J. “Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education.” 2012. Web. 08 Dec 2019.

Vancouver:

Dirks HJ. Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2019 Dec 08]. Available from: http://dspace.library.uu.nl:8080/handle/1874/252929.

Council of Science Editors:

Dirks HJ. Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/252929


University of California – San Diego

18. Lockton, Marie. Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices.

Degree: Education, 2017, University of California – San Diego

 Under pressure to continually improve student outcomes, teachers are often asked by their schools, districts, and states to implement reforms aimed at changing their instructional… (more)

Subjects/Keywords: Education; school change; social network analysis; teacher beliefs; teacher collaboration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lockton, M. (2017). Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/6zb2899f

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lockton, Marie. “Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices.” 2017. Thesis, University of California – San Diego. Accessed December 08, 2019. http://www.escholarship.org/uc/item/6zb2899f.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lockton, Marie. “Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices.” 2017. Web. 08 Dec 2019.

Vancouver:

Lockton M. Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Dec 08]. Available from: http://www.escholarship.org/uc/item/6zb2899f.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lockton M. Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/6zb2899f

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Delaware

19. Reitemeyer, Michael. Promoting productive struggle in middle school math classrooms .

Degree: 2017, University of Delaware

 A problem in my district where I am the math specialist is a lack of student productive struggle around the mathematics in middle school math… (more)

Subjects/Keywords: Education; Changing teacher beliefs; Math education; Productive struggle; Teacher improvement

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APA (6th Edition):

Reitemeyer, M. (2017). Promoting productive struggle in middle school math classrooms . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23208

Chicago Manual of Style (16th Edition):

Reitemeyer, Michael. “Promoting productive struggle in middle school math classrooms .” 2017. Doctoral Dissertation, University of Delaware. Accessed December 08, 2019. http://udspace.udel.edu/handle/19716/23208.

MLA Handbook (7th Edition):

Reitemeyer, Michael. “Promoting productive struggle in middle school math classrooms .” 2017. Web. 08 Dec 2019.

Vancouver:

Reitemeyer M. Promoting productive struggle in middle school math classrooms . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2019 Dec 08]. Available from: http://udspace.udel.edu/handle/19716/23208.

Council of Science Editors:

Reitemeyer M. Promoting productive struggle in middle school math classrooms . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/23208


University of Victoria

20. Vieira, Ana. Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading.

Degree: Department of Curriculum and Instruction, 2019, University of Victoria

 Preservice teachers of reading develop their beliefs and understanding of reading pedagogy in diverse ways. While they do gather some knowledge and understanding from their… (more)

Subjects/Keywords: reading; beliefs; preservice teachers; teacher education; teacher preparation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vieira, A. (2019). Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/11195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vieira, Ana. “Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading.” 2019. Thesis, University of Victoria. Accessed December 08, 2019. http://hdl.handle.net/1828/11195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vieira, Ana. “Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading.” 2019. Web. 08 Dec 2019.

Vancouver:

Vieira A. Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading. [Internet] [Thesis]. University of Victoria; 2019. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1828/11195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vieira A. Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading. [Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/11195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

21. Lenser, Mónica L. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .

Degree: 2014, George Mason University

 The purpose of this investigation was to explore two types of teacher self-efficacy and how they relate to teachers’ beliefs regarding classroom instruction for English… (more)

Subjects/Keywords: teacher self-efficacy; English Language Learners (ELLS); Social Studies instruction; teacher practices; teacher beliefs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lenser, M. L. (2014). Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8725

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lenser, Mónica L. “Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .” 2014. Thesis, George Mason University. Accessed December 08, 2019. http://hdl.handle.net/1920/8725.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lenser, Mónica L. “Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .” 2014. Web. 08 Dec 2019.

Vancouver:

Lenser ML. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . [Internet] [Thesis]. George Mason University; 2014. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1920/8725.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lenser ML. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8725

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Northeastern University

22. Bosco, Arlene F. Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis.

Degree: EdD, School of Education, 2018, Northeastern University

 Abstract Students with emotional disturbance continue to have the most dismal outcomes when compared to all other groups of students. Addressing their complex and significant… (more)

Subjects/Keywords: curriculum; students with emotional disturbance; teacher beliefs; teacher experiences; Educational psychology; Secondary education; Teacher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bosco, A. F. (2018). Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20315061

Chicago Manual of Style (16th Edition):

Bosco, Arlene F. “Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis.” 2018. Doctoral Dissertation, Northeastern University. Accessed December 08, 2019. http://hdl.handle.net/2047/D20315061.

MLA Handbook (7th Edition):

Bosco, Arlene F. “Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis.” 2018. Web. 08 Dec 2019.

Vancouver:

Bosco AF. Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2047/D20315061.

Council of Science Editors:

Bosco AF. Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20315061


Temple University

23. Ponnock, H. Annette Roché. Science Teachers' Epistemic Cognition in Instructional Decision Making.

Degree: PhD, 2017, Temple University

Educational Psychology

One understudied barrier to science education reform concerns teachers’ cognitive processes and how they relate to instructional decision-making. Epistemic cognition—teachers’ beliefs about knowledge… (more)

Subjects/Keywords: Educational psychology; Education; Psychology;

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ponnock, H. A. R. (2017). Science Teachers' Epistemic Cognition in Instructional Decision Making. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,465212

Chicago Manual of Style (16th Edition):

Ponnock, H Annette Roché. “Science Teachers' Epistemic Cognition in Instructional Decision Making.” 2017. Doctoral Dissertation, Temple University. Accessed December 08, 2019. http://digital.library.temple.edu/u?/p245801coll10,465212.

MLA Handbook (7th Edition):

Ponnock, H Annette Roché. “Science Teachers' Epistemic Cognition in Instructional Decision Making.” 2017. Web. 08 Dec 2019.

Vancouver:

Ponnock HAR. Science Teachers' Epistemic Cognition in Instructional Decision Making. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Dec 08]. Available from: http://digital.library.temple.edu/u?/p245801coll10,465212.

Council of Science Editors:

Ponnock HAR. Science Teachers' Epistemic Cognition in Instructional Decision Making. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,465212


University of Louisville

24. Jett, Pamela M. Teachers valuation and implementation of formative assessment strategies in elementary science classrooms.

Degree: PhD, Department of Teaching and Learning, 2009, University of Louisville

 Formative assessment is frequently used by educators, but when asked to define, responses tend to vary widely. In essence, formative assessment is when teachers and… (more)

Subjects/Keywords: Formative assessment; Teachers' beliefs and values; Elementary; Elementary school teachers; Constructivist; Science content; Teacher beliefs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jett, P. M. (2009). Teachers valuation and implementation of formative assessment strategies in elementary science classrooms. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/684 ; https://ir.library.louisville.edu/etd/684

Chicago Manual of Style (16th Edition):

Jett, Pamela M. “Teachers valuation and implementation of formative assessment strategies in elementary science classrooms.” 2009. Doctoral Dissertation, University of Louisville. Accessed December 08, 2019. 10.18297/etd/684 ; https://ir.library.louisville.edu/etd/684.

MLA Handbook (7th Edition):

Jett, Pamela M. “Teachers valuation and implementation of formative assessment strategies in elementary science classrooms.” 2009. Web. 08 Dec 2019.

Vancouver:

Jett PM. Teachers valuation and implementation of formative assessment strategies in elementary science classrooms. [Internet] [Doctoral dissertation]. University of Louisville; 2009. [cited 2019 Dec 08]. Available from: 10.18297/etd/684 ; https://ir.library.louisville.edu/etd/684.

Council of Science Editors:

Jett PM. Teachers valuation and implementation of formative assessment strategies in elementary science classrooms. [Doctoral Dissertation]. University of Louisville; 2009. Available from: 10.18297/etd/684 ; https://ir.library.louisville.edu/etd/684


University of California – Berkeley

25. Harris, Margaret. Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools.

Degree: Educational Leadership, 2010, University of California – Berkeley

 Within the last three decades there has been a surge of interest in how teacher beliefs affect the teaching and learning process. A major focus… (more)

Subjects/Keywords: Educational leadership; Education; Teacher education; locus of control; student achievement; teacher effectiveness; teacher expectations; teacher practices; teacher self-efficacy beliefs

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APA (6th Edition):

Harris, M. (2010). Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/44h29077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Harris, Margaret. “Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools.” 2010. Thesis, University of California – Berkeley. Accessed December 08, 2019. http://www.escholarship.org/uc/item/44h29077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Harris, Margaret. “Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools.” 2010. Web. 08 Dec 2019.

Vancouver:

Harris M. Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2019 Dec 08]. Available from: http://www.escholarship.org/uc/item/44h29077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harris M. Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/44h29077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – San Diego

26. Choi, Bailey Miyeon. Early science learning among low-income Latino preschool children: The role of parent and teacher values, beliefs, and practices.

Degree: Education, 2016, University of California – San Diego

 Science Technology Engineering and Math (STEM) education has become a top priority, particularly for low-income Latino students, who are vastly underrepresented in STEM fields, largely… (more)

Subjects/Keywords: Education; Early childhood education; Science education; early childhood education; parent beliefs; preschool; science; teacher beliefs; teacher practices

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APA (6th Edition):

Choi, B. M. (2016). Early science learning among low-income Latino preschool children: The role of parent and teacher values, beliefs, and practices. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/3z82k5nd

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Choi, Bailey Miyeon. “Early science learning among low-income Latino preschool children: The role of parent and teacher values, beliefs, and practices.” 2016. Thesis, University of California – San Diego. Accessed December 08, 2019. http://www.escholarship.org/uc/item/3z82k5nd.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Choi, Bailey Miyeon. “Early science learning among low-income Latino preschool children: The role of parent and teacher values, beliefs, and practices.” 2016. Web. 08 Dec 2019.

Vancouver:

Choi BM. Early science learning among low-income Latino preschool children: The role of parent and teacher values, beliefs, and practices. [Internet] [Thesis]. University of California – San Diego; 2016. [cited 2019 Dec 08]. Available from: http://www.escholarship.org/uc/item/3z82k5nd.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Choi BM. Early science learning among low-income Latino preschool children: The role of parent and teacher values, beliefs, and practices. [Thesis]. University of California – San Diego; 2016. Available from: http://www.escholarship.org/uc/item/3z82k5nd

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

27. Thompson, Emily Kyle. Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation.

Degree: 2017, University of North Texas

 Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach… (more)

Subjects/Keywords: preservice teachers; teacher educators; writing instruction; apprenticeship of observation; literacy instruction; beliefs; writing beliefs; Education, Curriculum and Instruction; Education, Teacher Training

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APA (6th Edition):

Thompson, E. K. (2017). Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062868/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thompson, Emily Kyle. “Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation.” 2017. Thesis, University of North Texas. Accessed December 08, 2019. https://digital.library.unt.edu/ark:/67531/metadc1062868/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thompson, Emily Kyle. “Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation.” 2017. Web. 08 Dec 2019.

Vancouver:

Thompson EK. Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Dec 08]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062868/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson EK. Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062868/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Colorado State University

28. Clapp, Francis Neely. Teachers' and researchers' beliefs of learning and the use of learning progressions.

Degree: PhD, Education, 2017, Colorado State University

 In the last decade, science education reform in the United States has emphasized the exploration of cognitive learning pathways, which are theories on how a… (more)

Subjects/Keywords: Learning Progressions; Teacher Beliefs; Teacher Systemic Reform Model; Researcher Beliefs; Cognitive Learning Pathways; Teachers in Residence

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APA (6th Edition):

Clapp, F. N. (2017). Teachers' and researchers' beliefs of learning and the use of learning progressions. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/181380

Chicago Manual of Style (16th Edition):

Clapp, Francis Neely. “Teachers' and researchers' beliefs of learning and the use of learning progressions.” 2017. Doctoral Dissertation, Colorado State University. Accessed December 08, 2019. http://hdl.handle.net/10217/181380.

MLA Handbook (7th Edition):

Clapp, Francis Neely. “Teachers' and researchers' beliefs of learning and the use of learning progressions.” 2017. Web. 08 Dec 2019.

Vancouver:

Clapp FN. Teachers' and researchers' beliefs of learning and the use of learning progressions. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10217/181380.

Council of Science Editors:

Clapp FN. Teachers' and researchers' beliefs of learning and the use of learning progressions. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/181380


University of Manchester

29. Arkhipenka, Volha. A narrative exploration of MA TESOL participants' professional development.

Degree: 2018, University of Manchester

 This thesis documents my exploration of professional development of four experienced English language teachers of diverse background taking the MA TESOL programme at the University… (more)

Subjects/Keywords: Professional development; Teacher development; Teacher learning; Teacher identity; Teacher beliefs; TESOL; ELT; Narrative inquiry; Imagined identity; Antenarrative

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APA (6th Edition):

Arkhipenka, V. (2018). A narrative exploration of MA TESOL participants' professional development. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313726

Chicago Manual of Style (16th Edition):

Arkhipenka, Volha. “A narrative exploration of MA TESOL participants' professional development.” 2018. Doctoral Dissertation, University of Manchester. Accessed December 08, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313726.

MLA Handbook (7th Edition):

Arkhipenka, Volha. “A narrative exploration of MA TESOL participants' professional development.” 2018. Web. 08 Dec 2019.

Vancouver:

Arkhipenka V. A narrative exploration of MA TESOL participants' professional development. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2019 Dec 08]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313726.

Council of Science Editors:

Arkhipenka V. A narrative exploration of MA TESOL participants' professional development. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:313726


George Mason University

30. Serpati, Lauren. The Impact of Secondary Teachers’ Motivational Beliefs on Their Intent To Accept Brain-Based Teaching .

Degree: 2017, George Mason University

 Limited information exists in the Mind, Brain, and Education (MBE) field regarding teachers’ intent to accept brain-based teaching (BBT). The purpose of this study was… (more)

Subjects/Keywords: Educational psychology; Teacher education; Brain based teaching; Innovation acceptance; Mind; Brain; and Education; Teacher beliefs; Teacher motivation; Teacher professional development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Serpati, L. (2017). The Impact of Secondary Teachers’ Motivational Beliefs on Their Intent To Accept Brain-Based Teaching . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/11213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Serpati, Lauren. “The Impact of Secondary Teachers’ Motivational Beliefs on Their Intent To Accept Brain-Based Teaching .” 2017. Thesis, George Mason University. Accessed December 08, 2019. http://hdl.handle.net/1920/11213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Serpati, Lauren. “The Impact of Secondary Teachers’ Motivational Beliefs on Their Intent To Accept Brain-Based Teaching .” 2017. Web. 08 Dec 2019.

Vancouver:

Serpati L. The Impact of Secondary Teachers’ Motivational Beliefs on Their Intent To Accept Brain-Based Teaching . [Internet] [Thesis]. George Mason University; 2017. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1920/11213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Serpati L. The Impact of Secondary Teachers’ Motivational Beliefs on Their Intent To Accept Brain-Based Teaching . [Thesis]. George Mason University; 2017. Available from: http://hdl.handle.net/1920/11213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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